Teachers' Wages and Cost of 

Livinp*. 



An Investigation Pertaining to the Remuneration of 

Teachers in the State of Wisconsin as Related 

to the Cost of Living and the Efficiency 

of the Teaching Service. 



CONDIJCTED UNDER THE DIRECTION OF THE 

WISCONSIN STATE TEACHERS' ASSOCIATION. 



BULLETIN OF INFORMATION NO. IL 



ISSUED BY 

C. P. CARY, 

State Superintendent of Public Instruction. 




MADISON 

Democrat Printing Company, State Printer 

1904 



Teachers' Wages and Cost of 

Living. 



An Investigation Pertaining to the Remuneration of 

Teachers in the State of Wisconsin as Related 

to the Cost of Living and the Efficiency 

of the Teaching Service. 



CONDUCTED UNDER THE DIKECriON OF THE 

WISCONSIN CT3.^S^ TEACHERS' ASSOCIATION, 

^1 



BULLETIN OF INFORMATION NO. 11 



ISSUED BY 

C. p. CARY, 

state Superintendent of Public Instruction. 




MADISON 
Democrat Printeng Company, State Printer 

J 904 






^^z 



a. OF 0. 



i 



^i-!? 



A 



PREFACE. 



This investigation was begun in May-, 1902, bnt owing to lack 
of means the m'atter was not pressed vigorously until after the 
State Meieting in, Deoermher of that year, when provision was 
made for the support of thei undertaking. 

The committee of the previous year was continued. The fol- 
lowing is the personnel of the committe'e: 

A. H. S'age, O'shkosh State IvTormial School, Chairman. 

Margaret Ca^s^ty, Milwaul^ee Grade Schools. 

F. B. D'ELL, Superintendent Schools, Jackson county. 

CARiiiE MoEGATs^, Superintendent Schools, Appleton. 

Guy IsTasii, Grand Rapids. 
A somewhat extended ciorrespondeuce! developed the fact that 
mo'Sit of the miemhers of the committee werei so busily eugaged 
with other lines of work that^ it would bc! practically impossible 
for them to give the committee work very much serious atten- 
tion. The chairman was given a free hand both as regards the 
conduct of the investigation and as regards the writing of the re^ 
port, so that whatever shortcomings^ and defects^ the report may 
exhibit must be charged to his account alone. I wish to say, 
however, that, the members of the commiittee, one and all, gave 
such time as they could to the matter and were of especial assist- 
ance in the review and collation of the papers. Miss Canty 
especially gave much valuable time to the careful collation of the 
data fro'm the Milwaukee papers. 

Oshlcosli, May, WOJ^. A. H. Sage, 

Chairman. 



TEACHERS' WAGES AND COST OF LIVING- 



THE PEOBLEM STATED. 

There is a wideispTead a,ncl growing feeling on tlie part of 
the moTe discerning portion of the American people that our 
schools are not. performjing the work for which they were de- 
signed with the greatest efficiency. Our newspapers and maga- 
zines teern with articles bearing on the subject in all its phases, 
and 90 numerous are they that even the mtost devoted reader can 
hardly lay claim to more than a limited knowledge of the best 
of them:. It is a noticeable fact that a. large portion, of these 
writings come from those who are not professionally connected 
with the public schools. 

l^ever before ha.s the school commanded so much attention 
from the thoughtful citizen as tQday. In the old days, the 
m'anagement of tlie school and its philosophy and aims were left 
to the school men ; today the philosopher and the statesman are 
giving it their attentio'n, and the leaders of thought among the 
people are making their influence felt in educational circles. 
T'wO' b'road features are manifesting themselves, as thei study and 
discussio'U of this great school probleixi proceeds; one is that the 
life and spirit of the time in which we live demand not simply 
a better but difPerent type of school than that provided by our 
forefathers; and the other is that this new moderui school de- 
miands first and above all teachers who- are specially prepared for 
their work, and second, such support as will enable those teach- 
ers to render the best service pcssible. 

Teachers are doubly interested in this great movement; they 
are intc'rested both as teachers and as citizens. As is generally 
the case in such widespread agitations, various forms of narrowr 



6 teachers' wages and cost of living. 

mindedness and short-sighted policies of self interest come to the 
front. There are undoubtedly thousands of teachers in the 
country^ and perhaps in the state', who would gladly resort to 
labor union methods in the attempt to force wages to a higher 
level. Here and there are seen attempts in this direction. 
Otliers would resort to wholesale legislation, as if a democratic 
government could force the people against their will, reminding 
one of the attempt of the boy to lift himself by his boot straps. 

It may be as well stated at the outset that your coinmittee has 
not been prompted by the spirit of either of these ideas in this 
investigation. The bed rock foundation of the American school 
is the American ideal of what the education of its youtJi should 
\ye. Teachers may have the loftiest notion of what this educa,- 
tion should be, but it will never prevail till the people have it. 
This is not saying that all the people must have the right ideals. 
The fact of the matter is that the ideals of a people are generally 
set or established by a comparative few, but they must be the 
' right few. Teachers who ask for higher wages as a prerequi- 
site to bette^r schools will never be quite free from the suspicion 
on the part of tlie people that they are acting on a basis of self 
interest. It may be admitted that this is generally the case, and 
it is perfectly natural. Teachers, therefore, are hardly in a 
position to act instead of the people in this matter, but they may 
act with the people, and if they do so fairly and unselfishly, 
they are, or should be, able to call the people to consciousness 
in regard to the faults of tlieir schools and the possible means 
of remedying them. 

Teachers would like to bo better paid. They think they de- 
serve better pay. They believe they can sliow that better pay 
would redound to the interests of the schools they teach. They 
feel that their salaries are not commensurate with the demands 
placed upon them. Suppose the teacher is right in all these 
claims. What of it? Will tlio ]>atrons of the district pay more 
salary just Ix^caiise the teacher is known to desire it? -A mem- 
ber of the l^yoai'd of education of one of our leading educational 
institutions said in a recent letter ^'if you can devise some means 
for makin^: teachers satisfied with the existing wage conditions 
in this stale, your efforts will not have been in vain.'' I would 
like to quote more fully from tliis letter, but circumstances will 
not pennit. Enough has /been noted to sliow the spirit of this 



TEACIIEES^ WAGES AND COST OF LIVING. Y 

man's attitude toward the question. He repTesents a consider- 
able fraction, of the communitj. ISTow the mistake that is easy 
to make in this connection is that such men should be put down 
as against us in principle. The fact is, they are against any 
agitation of the wage question because they think it is an, agita- 
tion for higher wages as such. It luay be that higher wages 
constitute a perfectly proper basis for such an agitation^ but it 
is quite certain that we should have thci larger part of every com- 
munity against us were we to conduct such an agitation. It is 
folly for the teacher to suppose that his selfish interests can be 
furthered at the expense of the comlrLunrty. If the teacher de- 
serves better pay, it :s because the public interest demands it, 
not because the teacher Avants it. The promoters of a trust or 
commercial combine may raise the price of an article because 
they want more pay for it. ]^ot sO' with the teacher. The 
teacher's individual wants can never enter as an important fac- 
tor into this question. If the teacher's wages are raised it will 
not be because teachers want it so, but because the people want 
it so; and the people will want it so, not becausei of any philan- 
thropic motives nor cut of any spontaneous or spasmodic bursts 
of generosity, but for the simple reason that it is to their inter- 
ests to pay better wages for the sake of getting better teachers 
and better schools. 

There was a time in the years gone by when the school was 
simply a community product. Today the school is not the prod- 
uct of the local community alone nor is such coimmunity the only 
interested party in its quality and efficieucy. The schools of 
each community are the schools of the whole state, and we are 
coming tO' see that both the community and the state have their 
separate and their combined rights in each school. This has 
been a theory for many years, but the realized fact is still a prob- 
lem for the future, let us hope the near future. The selfish and 
shortsighted pecuniary interests of the local co'iumunity tend to 
prevent the realization of its own and the state's best interests. 
It is the function, of the state tO' protect each comimunity against 
itself by wise laws and efficient direction in educational nratters, 
and of the community to conserve and utilize the forces at its 
disposal. 

In no other country is the necessity for good schools so im- 
perative as in our own. The quality of a deanocracy must rest 



8 teachers' wages and cost of LtviN&. 

upon the qiialiU' of its citizens. Tlie quality of its citizens is 
determined in no small degree by the quality of its scliools, and 
vice versa. 

Xow the quality of the schocl is deLermined largely by the 
character and efficiency of the teacher and the people know this 
full well. The one thing in this connection they do not now 
fully appreciate is that the education,al demands of the time 
have reached such a stage that the ordinary citizen teacher is 
no longer equal to the needs of the school, and that men and 
women who have qualified themselves for this work can not be 
had on the same terms as could the old-timie citizen teacher. 

The public school teacher oaight to be able and willing to help 
ihe people to a be'ter understanding of this newer phase of the 
educational problemi. This, we take it, determines the real aim 
in this investigation. Cooperation, not partisanship, shonld be 
our watclnvord. A pullic spirited appreciation of the interests 
of all, and not dcvoticn to selfish gain, are attributes that should 
])yompt the teacher in all his educational efforts. 

It is an undis]>uted fact that an intiniiate relation exists some- 
how between the character and quality of schools and the remun- 
eration of teachers. It may seem to some that this relation is 
a very simple one and easy to detenninc, and perhaps it might 
be if it WQYV tO' be determined in the interests of certain classes 
only, l)nt this is not the case. The specific aim of this investi- 
gation, then, is to study this relation and to determine, as far as 
may be, the elements of relati( nship behvecn the people's schools 
and the remuneration of teachers. 

/'Jl('ni.('n(s of I he ProJjlein^. — The elements that enter into the 
]>r<>l>lom: are nnnierons and not always easy to define, nor is it 
easy to establish their rclationsliip to the main proposition in 
many cases. It has not been attempted in this investigation to 
make' an exhaustive study of all the conditions bearing on the 
general question, but to bring into as clear a, light as possible 
some of the more important of these elements. With tliis end 
ill \'I('\v, ibo rural scliool prohlem has been considered first. No 
]);'<)j)'(' can liave good schools wbo do not first have good schools 
f(^r the clrldron of the people. Alwut sixty per cent, of the 
children of the country are in tlu^ rural schools, and much more 
lluin this per cent, of the brain and brawn of the life and capac- 
ity of onr |)eople como from these schools. The analysis of 



TEACHERS WAGES AND COST OF LIVING. 9 

tliis phase of the school systeim: is very brief and incomplete but 
may serve asi a beginning for futiire^ good work along this. line. 
The rem;ainder of the report is devoted to a study of the con- 
ditions existing with specfal reference to the town and city 
schools. Any preconceived notions were laid aside, and the 
facts have been left to tell their own story. Our comment is 
confined chiedy toi two phases, first to make the method and data 
of this investigation clear and perfectly intelligible, and second 
to point out lo^ the busy and sonaetimes casual reader such of the 
obvious conclusions as are of primary importance^ A brief 
digest of the conclusio'ns of important investigations concerning 
wage coaiditions in this country is. first given. This is followed 
by a statem,eat of the wage conditions among teachers in the 
town and city schools. -N^ext follows a presentatio'n of the in- 
vestigation made by the commiittee in regard to the cost of liv- 
ing. This study was unique in character and has furnished a 
large amount of peculiar and exceedingly interesting data. In 
conclusion somi3 compiarisons are made of Avage conditions in 
\¥isconsin with those in other parts of the country, and a brief 
statement of the significance of the invest'gation is presented. 



THE RURAL SCHOOLS. 



Wages of Rural School Teachers.— -The wages paid to coun- 
try school teachers of this state for the past eight yearsi are 
shown in the following table: 



For IE ale teachers . . 
For female teachers 



1895. 


1896 


1897. 


1838. 


18:9. 


1900 


1901. 


23.78 


$17.04 
3 '.02 


$y.[0 
30.3' 


$U.OO 
29.50 


$11.89 

29. 7^ 


$13.81 
31.79 


$r.<59 

32.6, 



1%2. 

$50.93 
33.19 



These figures show an average of about $4Y for men and $31 
for womien teachers for the eight years. Supposing the schools 
to be in session for eight months, which is a high estimate for 
the co'untry schools, the average income of the rural school 
teacher is about $376 for men and $248 for woanen. It will be 
readily seen that this remiunerationi is less than that of any other 
wage oarning class in the community. Even the most unskilled 
workman in the period of lowest wages earns one dollar or more 
per day for approxiniatcly tliree hundred days in the year. 



10 teachers' AVAOES and cost op LIVIKC. 

roung men of this state without special training, or more than 
the merest rudiments of an education, are earning $400 to $600 
psr year. 

The percentage of male teachers in the country schools has 
X alien from 27 per cent, to 17 par cent, of the whole. The few 
that still remain in the ranks do so because they are making the 
occupation a stepping stone to some other business. They see 
jio promise in the Avork and so do not striA'^e for highest qualifi- 
cation and success. 

The yO'Ung' Avoinen aa'Iio engage in teaching seldom expect to 
remain in the sendee. They know there is little hope of ad- 
A^ancement and no possibility of making a good living. When 
the board bill is paid, amounting en the average' to about $125, 
and tlie scant Avardrobe for the year is provided at an expense 
of $75, ihere remains $18 Avith v.hich to pay the expenses of 
bo'ard and room for the sunuuer vacation, the expenses of the 
teachers' institute, the cost of the few books that must be pur- 
ciiased, the professional papers and magazines and vhe A^arious 
incidentals of living. 

The table shoAvs an apparent increase, hoAvever, in the salary 
of the country teachers of about 16 per cent, for the eight years. 
This apparent, increase is misleading, since the larger average of 
Avages is due mainly to the increase in the number of graded 
country schools in Avhich the salary is soinev\'hat greater than in 
the ungraded schools. It seems to be true, nevertheless, that 
Avages have advanced a little in tlie country schools AAdien meas- 
ured in terms of dollars and cents. The cost of living, hoAvever, 
Las greatly increased during the same period. This increase 
ill tli(; cost of living considerably overbalances the small increase 
in the wages of the comitry teachers, so that on the Avhole the 
wag(\s of teachers have relatively declined. 

In, the meantime the wages paid in all other occupations have 
advanccMl and the demand for labor of all classes has increased 
1() sncli an (\\t<Mir, that teachers of experience in large nmnbers 
lia\C! left thcf field for niiorc^ rcinuneratiA^e employment. This 
drain, upon tlie teaching force of the rui'al schools has been 
heaviest in the ranks of th(^ older and more experienced teachers, 
leaving the viiing and iiicxjx'ricMiced conntry boys and girls to 
lake their ])laces. This is only one of the many Avays in. Avliich 
the l>c^oplo lose by the failure to properly supixnt their schools. 



TEACHEES WAGES AND COST OE LIVIN'G. 



11 



Wages in the country schools of this state have fallen below 
the level at which the poorest teachers can be secured in suffi- 
cient numbers to fill the demand. This is clearly shown by the 
fact that many schools were not opened until late in the richool 
year during the past season be^cause the board could not fijid 
a. teacher. County superintendents state that not enoiugh teach- 
ers attend their examinations tO' supply the schools in the 
county. And yet with a. few exceptions.^ these conditions have 
not operated to raise the wageis of the rural teacher. The 
county superintendent in many cases finds pressure broiught to 
bear on him^ tiO' let in still poorer material sO' that the very condi- 
tions that should operate to raise the standard of excellence tend 
lather to reduce it. 

Quality of the Teaching Service. — I believe those who read 
and carefully consider the facts presented in this repoTt will 
concede that the inducements to qualified men and women to 
teach in the country schools are relatively more than forty per 
cent, less than they were eight years ago. That the general 
education of the more provident classes in the state has gTeatly 
advanced during the past quarter century cannot be donbted. 
The percentage of yonng men and yonng women in the state 
Avho would be qualified to take up the woTk of teaching and 
miake it a success has greatly increasel. Though the ability of 
our people to furnish teachers has increased perhaps a hundred 
fold J ihe quality of the service in the country schools today is 
little above the level of a quarter century ago, and has rather 
declined during the past decade. 

The following table presents the number of teachers in the 
country schools of this state with the qualifications held for the 
years named : 



Normal g:raduates 

Normal ui dergraduates 

Holding state certificate 

Holdiog fir- 1 grade certificate 

Holding second grade certificate 

Holding third grade certificate 

Holding special permit or limited license 



1835. 


1898. 


1900 


195 


369 


551 


1,688 


l,-85 


1,399 


263 


417 


533 


491 


562 


632 


1,511 


1,865 


1,797 


7, '^34 


r.us 


5,769 


S30 


621 


615 



1902. 



931 
1,571 

772 

585 
1,772 
5, 379 

519 



1-2 TEACHEEs' WAGES AIsi"D COST OP LlVINa. 

Tlie table bliows some apparent elevation in tlie general quali- 
fication of the teachers, bat it is more apparent than real. The 
gradual organization of the country graded schools has teiuded to^ 
raise the general average somewhat. There has been some in- 
crease in the number of normal graduates and undergraduates, 
but many of these are weak teachers who have failed tO' hold 
their places in the graded schools and so have fallen back upon 
the only resource left to the weak and incompetent, the country 
school. Considerable decrease is shown in the number of third 
grade teachers. This ought to he a hopeful sign, but un- 
fortunately it results from the fact that a larger number of high 
school graduates have come into the ranks, exhibiting a little 
n}OTe academic scholarship, but less experience and less famil- 
iarity with the real needs of the country children. Besides, 
these yo'ung people froan the high schools do not generally expect 
to follow the business and so take correspondingly less interest 
in the work. 

There has been practically no increase in the teach-ng force 
of tlie rural schools since 1888, though the enrollment has gone 
up from, 300,000 to ol>2,000 during that time. Over 50 per 
cent, of the pupils of the state are eni^olled in the ungraded 
schools and fully 10 per cent, more in the two department graded 
^udiools, \\liich so far as the quality and quantity of the instruc- 
t'on is concenied are little if any better than the ordinary rural 
sdiools. These schools loo often are characterized by com- 
paratively short terms, poor equipment, and weak and inefficient 
leaching. The only supervision that these schools receive froui 
riiy cr>:n'pe!:ent source is the visit of the county superintendent 
and I his < nly ( iicc <,r at l)Ost twice a year. 

t^U))ii(' A(I(Ii(if,nal iJala. — A preliminary investigation was 
made of souk^ of the conditions existing in tlie rural scliools in 
tliree c:/unties. Three rei^rescntative counties of the state were 
j(M'ete(l. They were Marinette, Jackson and Columbia. One 
hnndic:! I.laiiks were sent to as niiany teachers in the niral 
s'-clit'ols of each county. Sixteen items were called for in the 
1 lank as follows: 

1. Vonr name . . . Teacher in district 

Ko , (bounty of . 

'2. Months' (experience in leaching 



teachers' wages and cost of living. 13 

3. How long have yoii taught in your present position ? . .,. . 

4. E^uniiber of months for which jou are now e'ngaged 



5. ISTumber pupils enrolled Num- 
ber recitatious daily . .,. .,. . ., 

6. Are you in a graded school ? In which grade ? 



7. How many of your pupils are foreigners ? . . 

8. AVhat are' your wages at present per month ? 



9. What do you p^ay for bo'ard and room, per week ? 

10. What grade of certificate do you now hold ? . . 

11. What is the highest school you have attended ? 



12. Are you a graduate? . 

Do you intend to follow teaching as a life work? 



13. What expenses do you have that you would not have if 
ycni were not. a teacher ? Specify the item's and state how^ much 
for each item': 

Teachers' Institute, . . ., . . $ 

School papers and magazines . . i 

Pro.feS:sional boo'ks. aud devices ......> 

Traveling expenses 



14. Are you able to save anything from your wages for self- 
imiproveiment or further education? ............ ., 

15. Are you dependent on yO'Ur own earnings the year 
around? ..,...,.. ., ,. . .,. . .i 

16. Does yO'ur district support the school well and furnish 
you with needed supplies? Will yoai please state on the back 
of this sheet what you believe to be the reasons for any unfav- 
orable conditions in your school. 

One hundred and fourteieu' repliesi were received to this in- 
quiry. T'able Ko. 1 gives a summiary of the data presented. 
One of the chief objects in asking^ for these data was to confirm 
the statistics derived in the regular way thni the channels of 



14 TEACHEES' WAGES AND COST OF LIVII^rG. 

the state department. It lias often been asserted tliat tlie facts 
thus obtained are perfiinctorj and quite unreliable. The items 
pr'esented in this table show clearly that the data from^ the state 
department are reliable. The table shows tliat teachers in these 
rural schools are engaged generally for less than seven months' 
service and at a salary but little above thirty dollars. About 
seventy per cent, of them are dependent on their own earnings 
the year round, and approximately one-seventh of the teacher's 
total income is required for expenses strictly incident upon 
teaching. . j j i 

The replies to the twelfth question show that at the beginning 
teachers generally expect to follow teaching as a life work, but 
the replies from the more experienced teachers show' a detcT- 
mination quite the reverse of this. They find, as shown by tlie 
replies to the fourteenth item, that the wages paid do not enable 
themi to m:a.ke any progress in their chosen field, while at the 
same time their attendance at the teachers' institute shows them 
clearly that progress and further education are essential to their 
future success in the work. If they reniiain in the work, their 
experience counts for little or nothing, except possibly in the 
way of mianagement. On the other hand every year confirms 
and fixes that which is feeble and defective in their methods 
and ideals of teaching. 



teachers' wages and cost of living. 



15 



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16 teachers' wages and cost of living. 



GENERAL WAGE CONDITIONS. 

Tlie wages paid tc ordinary unskilled laborers tliroiighout the 
country are higher than those paid to teachers of all classes. 
This proposition may seem at first sight beyond credence. It 
would readily be admitted that the wages of unskilled laborers 
are higher than those of the rural teacher, -but when all classes 
of public school teachers are included one is inclined to ask for 
proof of the statement. Such proof is easy to procure and is 
conA^neing beyond dispute. We shall here set down only a few 
examples from the miany that are at hand. 

Wages in the various food mianufacturing plants of the coun- 
try run from $1.50 to $4 per day and in some instances higher. 
In the beet suo^ar industries of ISTebraska during the year 1902, 
for example, the wages of the workmen were $1.50 to $4.50 per 
day not including the wages of experts, officers, and superin- 
tendents. 

In the same year, the hodcarriers' union of Cincinnati, Ohio, 
spec'fies that these workmen shall receive $2.80 per day for 
cicrht hours' work and that they shall receive at the rate of 
.'^4.20 per day for extra hours. This amounts to a wage of 
about $900 per year. 

The sixteenth annual report of the Bureau of Industrial and 
Labor Statistics of the state of Maine for 1902 shows that the 
waa'os in such ordinary occupations as mason-tender, cigar 
makers, painters, paper-hangers, quarrymen, plumbers, team- 
sters, etc., etc., received from $2 to $3.50 per day, or from $650 
to $1,050 per year. 

It may be objected, howe\^er, that these are all industries in 
which men alone are employed, for it is still commonly assumed 
Ihat women may not hope to receive the same wages as men e^^en 
for the same work. Lot us then consider some examples from 
tlioso industries in which women are employed. 

1)1 L'^n I'lro-e establishinents for the manufacture of cotton, 
silk and knit n:oods in T\hode Island in 1900, the average waQ:;es 
paid to 46,220 emplf)ves not inclndino; officers and superintend- 
ents wns $376.57. The year nrevious the wage was $348.71, 
thns showing an advance of eight per cent, in one year. 

The Commissioner of Labor of Pennsylvania made an in- 



' teachers' wages and cost of living. lY 

vestigatio'ii in 1901 covering' 88 different classes of industries 
and employing nearly 200,000 laborers, a large percentage of 
whom were women. In his report, he shows that the average 
wages of these eanployes was $449.96, and that the wages in 
these sam'e industri'es had increased 17 per cent, during the 'Q.ve 
years just preceding. 

An investioration conducted by state authority in the state of 
Maine in 1902 shows that 14,595 laborers in ten, cotton and 
ei2:hteen woolen mills received an average yearly wage of 
$427.87, and that the wages of these workmen had increased 
20.6 per cent, in three years. 

In 354 industrial establishments in the state of Pennsylvania 
in 1901, 150,000 persons received' an average wage of $544.80, 
making ani increase of 26 "O'er cent, in four years. 

Comvarison With tlie Wages of Teachers. — In making any 
comparison of wasre condit'ons, it should be kept in mind that 
the employes of these factories and other industrial establish- 
ments are eaminQ!" living washes all the time they are learning 
their trade or industrv and that there is no expense attending 
their DreDaration for skilled service, while the teacher is cut ofE 
entirelv from all earnings duriuio^ the prer)aration for his pro- 
fessional career and also finds the time and expense required to 
make himself proficient in his calling far ereater than that re- 
quired in anv of the occu nations above referred to. 

ThA pvera.""'^ vao-pq mirl to all cln^s^s of laborers not incbTd- 
ino' officers and superintendents in the various cotton and woolen 
mills of the eastern states ranges fro'm $427 tO' $500, making 
no allowancef for anv increase since 1901 and 1902, but the 
wages of school teachers of all classes and includins^ principals 
and superintendents show an average of $421.34. Hodcarriers, 
mason-tenders, plumbers, and teamisters are receiving fro^m $700 
to $1,000 per year; Wisconsin piublic school teachers $421. 
Factory girls without the slightest suggestion of an education 
and without expense for previous preparation are drawing a 
salary of from $375 to $425 while our teachers, high school 
teachers, principals and superintendents included, are serving 
the state in a capacity demanding the finest qualification, the 
longest preparation, and the richest elements of mind and char- 
acter for $491 pier year. 

2 



18 TEACHEES' AVAGES AND COST OF LIVING. 

An extensive investigation conducted, by tlie state of Con- 
necticut in 1902 shows that the wages paid to the employes, not 
including officers, in Y55 of the large factories and industrial 
establishments of that state were $158.52. Teachers must live, 
and when the average fo^r all classes of teacher's is only $421, it 
must be expected that sheer necessity will drive many of them 
fromi the ranks to industries in which even the unskilled work- 
men receive from $400 to $1,000. The 'reader who wishes to 
verify these figures is referred to the many reports of the labor 
bureaus of the different states meiutioned and to such others as 
he miay choose to consult. He will find an endless succession 
and variety of data bearing on the question and all tending to 
the same conclusion, namely, that wages in all other occupations 
are bettecr than they are in teaching, and that wages in all occu- 
pations but teaching have increased during the past eight years 
from twenty to forty per cent. 

It miakes no difference whether te^achers receive more or less 
compensation than other classes of people, but it does make a 
difference whether teachers' salaries are cut down every year 
while at the same time wage conditions are improving steadily 
and the standard of living: is gradually rising. Such disparity 
in the remuneration of teachers has a tremendous influence on 
the quality and efficiency of the schools. There will always be 
a few men and' women of the missionarv spirit who will remain 
in the work, whatever the discouragements to efficiency and suc- 
cess ; but for every one who will do so, there will be ten who will 
turn from the field as soon as better chances of success are found 
in other occupations. Tf our American schools are to be held 
at, or anv where nonr tbo hiph water m.nrk, the wa£>'es of the 
tenchors must bo kept somicAvhat above those in the ordinary 
employments to which such young people arei accustomed to 
turn,' and the wacre schedules must be so graded that a good 
teacher once in the schools will be induced to remain and serve 
the people witli incrensinc" efficiency', instead of leavinst the 
work at the voi'v time wlion his services are bccomling most val- 
uable. 



TEACHERS WAGES AND COST OF LIVING. 



19 



EEMUNEKATION OF TEACHERS IN THE TOWN AND CITY SCHOOLS. 

Contrary tc tli© general belief ^ tliere lias been a steiady decline 
in the salary schedule ^.vf town, and city teachers since 1895. 
This falling off in wages has been greatest nominally among 
high school teachers of all classes but while the reduction in 
schedule rates amioug grade teachers ini thei cities is not so pro- 
nounced, the virtual reduction is prob'ably nearly as great as 
with the other classes. The following table presents the sched- 
ule of average salaries of high school and city teachers in this 
state for the past eight years : 



3 yr. H. S teachers . . 

3 yr. H. S. principals 

4 yr. H. S. teachers. . 
4 yr. H. S. principals 

City teachers 

City principals 



189). 


1896. 


1S97. 


1899. 


1901. 


$^77.81 


$348.43 


$382.91 


3339.34 


$256.02 


8J3.17 


83 J. 02 


736.56 


710.73 


683.47 


518.60 


510.08 


510.00 


492.95 


503.11 


1,185.61 


1,13^.50 


1,13175 


1,158.72 


1,106.48 


420. CO 


41). 54 


415.48 


411.76 


416.03 


1,003.00 


1 017.00 


992.60 


925.93 


928.41 



1902. 

.f 292 42 
695.01 
499.01 
1,086.87 
435.48 
946.24 



These figures show an average decline of about 9 per cent, 
for all the classes named for the eight years. In the threenyear 
high schools, the reiduction for th© assistants amounts to about 
23 per cent., while the salaries of the principals have f alleai off 
1 8 per cent. Salaries of teachers iui the' four-year high schools 
have declined 4 per cent. The principals of these schools have 
been subijected to a reduction of about 8 per cent, in the eight 
years. The salaries paid to city principals of schools have de- 
clined abo'ut 5 per cent., while those of the grade teachers in 
citicis show a slight increase for the year .1902 ; but if an average 
be taken for all the years since 1895, it will be seen that city 
grade teachers have been the losers in their annual compensa- 
tion. These reductions in salary seem to indicate that the in- 
fluence of a pcTiod of financial depression such as was experi- 
enced in 1893 to 1895 reaches far into the future and furnishes 
an excuse to the peiople to cut do'wn the running expenses of 
their schools by the gradual introduction of a cheaper grade of 
teachers. 



20 TEACHERS^ AVACES AND COST OF LIVING. 

Doubtless m,any of our city superintendents and other school 
officials could verify this conclusion from^ experiernco and per- 
sonal observation. Indeed m'anj of the personal letters re- 
ceived from thernj during the investigation have clearly indi- 
cated this fact. 

The remuneration of teachers, however, can not bei measured 
simply in tormis of dollars and cents. Like all other classes of 
wasce earners, their salary virtually fluctuates with the cost of 
livinff. A salary of $1,200 when the est rf living' hfis in- 
creased 20 per cent, is no belter than was $1,000 before the ad- 
vance occurred. It therefore becomes necessary to inquire into 
the cost of living; at. the present time as cominared with former 
years in order tO' determine whether teachers' wag^s have really 
declined as shown in the schedule. In order to do' so, it will be 
necessarv to divert our attention for a time toi miatters which 
m,ay seem widelv apart fromi our main' proDosition, but which 
nevertheless have an important and essential bearing upon it. 

COST OF LIVING. 

The cost of living is an important and ever present element 
in the wa2:e problem, and teachers' wages are noi exception. 
Hence it follows that any fair consideration of the question of 
teachers' wages must include some consideration of the cost of 
livinQf. So' accustomed have we become to look upon the matter 
of the cost of living as a personal question that the miind almost 
iiistinct'vely recoils from any suggestion of close analysis of the 
matter whether it pertains tO' ourselves or to our teachers. But 
somehow the public must take this part of the general problem 
into fullest consideration before the best sendee ca,n be obtained 
from, the teachers they employ. 

It is not a question of what pay the teacher receives so far as 
the service in the schools is concerned, but rather of whether the 
means at the command of tlie teacher are such as to make the 
l)est ser\n*ce on his part ])ossible. A community may, for ex- 
ample, pav a salary that will enable the teacher to exist but 
which will not enable him to comtmaiid those means of living 
^\■lli(•ll ai-e al>solutely essential to good work in the school room. 
Under such circumstances it may be and generally is true that 
a few dollars added to the teacher's incom,e contribute to the 



TEACHERS^ WAGES AJ^D COST OF LIVING. 21 

betterineoit of his service in tJie school many fold more than that 
sum did in the first outlay. In other words and broadly speak- 
ing, the addition of fifty or a hundred thousand dollars to the 
teachers' wage fund in this state would produce an increase in 
the quality of the teaching service O'ut of all proportion to the 
relative sumi added even if we suppose that the personnel of the 
teaching force were tO' remain the same. But, of conrse, the 
teaching service would be still further enormously improved by 
the better talent that would be attracted to the woTk. 

There is no other large class of people with whom the cost of 
living is so great as with teachers. We refer, of course, to home 
dwellers, foT mianifestly no comparison should be made with the 
traveling public. Teachers maist live among people who can 
not and will not take them into their homes excepting for rea- 
sonable profit; they must find homes with the well-to-do and the 
respectahle elements of the community ; they must live where 
they can find reasonable convenience's and quiet ; they must have 
good board and opportunities to receive their friends. All this 
means a sacrifice on the part of the home keepers that must be 
paid foT by the teacher. The citizen, therefore, should not esti- 
mate the co'St of a home to the teiacher at any such figure as he 
finds necessary for his own household per member for the same 
conveniences and advantages. There are many teachers at 
work in this state whose salary does not cover the necessary cost 
of living and a still larger number whose inco'me could not be 
made to cover the cost of a good living. Many of the graduates 
of our normal schools and colleges as they go into the teaching 
service find it necessary to draw on, the home resources to make 
out the year, and these young people are certainly not to be 
found in the poorer positions. I believe it mjay safely be esti- 
mated that not less than fifty per cent, of the teachers in tlie 
public schools of the state are dependent in some measure for 
their support on private sources of income. 

It will be conceded, however, by those competent to make a 
fair consideration of the miatter that teachers in this state today 
are not sufficiently well paid not only because the first cost of 
the service rendered is not covered by the salaries paid, but be- 
cause the present washes do not make the best service on the part 
of the teachers possible. But even to the more discerning por- 
tion of the public, it may not be generally knoavn, to what extent 



"S2 TEACHERS^ WAGES AND COST OF LtVlK"(l. 

the cost of living has advanced in the past few years. A brief 
cansideration of the data hearing on this phase of the question 
is here presented. 

Investigations pertaining to the cost of living in this country 
have been in progress for about thirty years past, and for a dec- 
ade or more these studies have taJ^en on a variety of forniis and 
have emanated from a number of excellent sources. It will be 
impossible to enter into any elaborate presentation of the de- 
tails and miethods of these investigations, nor is it at all neces- 
sary, since those who may wish to study these details have ready 
access to the original sources of information as presented in the 
various public documents. 

The sources which have been drawn upon in this connection 
are all authoritative and impartial. They are, first. Dun's Re- 
ports ; second, the Reports of the Gommissioner of Labor for the 
state of Wisconsin ; third, the Reports of the Department of the 
Bureau of Labor for the state of Massachusetts; fourth, the 
Labor Bureau Reports for Xew York state ; and fifth, the Re- 
ports of the Bureau of Labor Statistics at Washington, D. C. 
All these reports, excepting the first, are based on data collected 
with special reference to various classes of laboring people and 
tlieir families. The facts presented, however, are just as perti- 
nent to the professional classes excepting for those whose ex- 
penditures for living may be cnnntod in some or considerable 
part as luxurious. 

The reports of tlie II. S. Commissioner are based on the vari- 
ation in cost of 250 kinds of goods or articles that- are most com- 
monly used by people in their homes and for personal use. The 
articles were divided into nine groups — farm products, 16 arti- 
cles; foods, 54 articles; cloth and clothing, 76 articles; fuel and 
liii'ht, LS articles; metals and implements, 38 articles; lumber 
and building materials, 27 articles ; drugs and chemicals, 9 arti- 
cles ; lionse fnrn:*shing goods, 14 articles; miscellaneous, 13 
articles. The prices were seemed on these articles eveiy year 
and gi'oat care was taken t<^ make the l>asis the same for each 
year. Most of the 250 articles show an increase in cost since 
LSI) 7. The lowest increase has been in the cost of cloth and 
clothing, 10.9 per cent., and the highest on commodities from the 
farm, 45.3 per cent. Averaging the per cent, on all nine groups 
gives 26.77 per cent, increase in the average cost of the articles 



TEACHERS WAGES AND COST OP LIVING. 23 

named. These figures are calculated by calling tlie average 
price of goods from 1890 to 1899 tlie base or 100. Tben we 
may say that the average cost of living in 1902 is about 26.77 
per cent, greater than the average cost in 1897 on this basis. 

Xo such compilation of data., however, could possibly b© set 
forth as demonstrating the increase in the cost of living to an 
exact per cent. The best that can be claimed for such a com- 
pilation is that it shows first, that the cost of living has certainly 
miaterially increased ; and secondly, that such incrciase is approx- 
imately oncrfourth of the cost in 1897. This investigation is 
spoken of thus explicitly merely to show that the figures here 
.presented have been derived froan very reliable sources and with 
a view toi the closest possible determination of the facts. 

Another and entirely independent investigation has been in 
progress in the state of Massachusetts since 1873. According 
to a recent report fromi the chief of the Bureau of Statistics of 
that state!, based on a, large number of articles, the cost of living 
has risen, during the past eight years fronii 7 per cent. tO' 20 per 
cent., the rate differing with the different articles. There are 
two reasons why the figure here presented differs somewhat 
from that obtained by the government bureiau. In. thei first 
place the data collected are for' Massachusetts only, the cost of 
living being modified somewhat by the local conditions of a 
manufacturing and seaboard state. In the second place, the 
cost of the different articles has been reduced in every instance 
from the currency standard to a gold basis according to the 
quoted rates for gold at the time. We may therefore' conclude 
that the investisiation of the Massachusetts Bureau has found 
substantially the same result as the Department of Labor at 
Washington. 

Without making further reference to other state documents 
bearing on this question, we may say that one and all lead to 
substantially the same conclusion. But it seems worth while 
to note here that according to Dun's reports the cost of living as 
exp'ressed in terms of current prices of goods purchased by the 
citizens of the country has increased about 29 per cent, in eight 
years. It will perhaps be conceded that Dun's reports come as 
near tO' being unswervingly impartial as any agency of the kind 
could well be made, hence these figures become the more signifi- 
cant. 



24 teachers' wages and cost of living. 

We take, it for granted^ then, that no one will question the fact 
that the cost of living has risen substantially one^fourth or more 
since 1897. The matter has received this niiuch attention partly 
because the views of both teachers and business men have been 
shown by the letters received to vary greiatly on the question, 
2:)robably because of lack of definite knowledge pertaining tO' the 
subject. 

l^ow in fairness to alb concerned, it should be noted that while 
the cost of living has greatly increased since 1897, the increase 
is much less compared with 1890 or with- 1872. It should be 
borne in mind, however, if one wishes to compare with either 
of the two periods named, 1890 or 1872, that the currency of 
the country was then considerably inflated, and labor values 
overrated along nearly all industrial lines. 



EFFECT ON TEACHEES' WAGES. 

Returning now to our main proposition, we are in a position 
to draw some more definite conclusions in regard to the remu- 
neration of teachers. It was shown above that the wages of 
teachers have declined during the past eight years about 9 per 
cent, in nominal cash values. We have jnst seen, too, that tlie 
cost of living has increased about 2G per cent, in the same 
period. If these figures are correct, the virlm\l remuneration 
of the teachers of this state is today not far from 35 per cent, 
less than it was eight years ago. 

It was shown Ihat the country teacher's salary had advanced 
about 16 per cent, nominally. Deducting 26 per cent, for in- 
crease in the cost of living shows that these teachers have reallv 
suffered a hjss of about 10 per cent, in wages since 1895. In 
this case, it is easy to sec that the rates paid have practically 
reached tlie prohibitive lower level. Th's is shown by the fact 
that all over the state tlie scarcity of teachers for the country 
schools was severely felt this past season. In many of the best 
counties of the state it has been almost impossible to secure 
teachers eiiouuh t(i till tlie places even where the suj)erintendent 
was willing io tnkc unusually |;()()r material. 



teachers' wages and cost of living. 25 



EFFECT IN" CITY SCHOOLS. 

In the city scliools the disparity in the wages of teachers has 
l>een far more depressing and far reaching in its effects than is 
generally supposed. Teachers have been obliged to cut their 
cloth according to their means and so the public sees and knows 
little of the real facts in the case, excepting that they appear to 
be getting just as good schools this year as they did last and so 
are satisfied. The city teacher cuts down expenses by cutting 
O'ff' extras in the profesisonal line as far as possible. This means 
the reading of less helpful books and miagazines, less attendance 
on institutes and teachers' meetings^ less of the uplift that comes 
from a few inspiring weeks at some- place of interest and profit 
during the sumaner vacation. It often means a less co'mfort- 
able and less oo^nvenient hom,e and so less opportunity to prepare 
for thei duties; of the school room; froimi day tO' day. With all 
these curtailmientiSi, the people have little immediate concern, 
but the consequences are: certain a,nd deplorable. The more 
spirited amoing the teaching force are driven from the work into 
other occupations. Some are compelled tO' resort tO' side occu- 
pations which divide their usefulness to^ the school and eventu- 
ally lead them away from the profession. Many go to other 
parts of the country where wages are better, and Wisconsin re- 
ceives thei poorer material from other sections. All of these 
movements take place with such subtlety and quiet that only 
those who are intim,ately associated with the various features of 
the situation are aware of them'. Is there any other branch of 
the public service in which the relationship between the quality 
and efficiency of the service and the remuneration is so sensitive 
and at the same time so difficult for the ordinary citizen to ap- 
preciate ? And yet the children of the state are realizing in 
their lives all the disparities to successful living which these 
defects in our school economy entail. 

It was shown above that the wages of the different classes of 
teachers iui the towns and cities have declined froin four to 
twenty-three per cent, in the past eight year's, the average being 
nine per cent. The cost of living at the samie time has increased 
about twenty-six per cent. Hence it follows that the disparity 
in, the wages of the town and city teachers is about thirty-five 
per cent. Those who feel any real concern about the conditions 



26 TEACHERS WAGES AND COST OF LIVING. 

tO' good service in the public schools of the state may well stop to 
give these figures serious attention. It can not be claimed that 
the teachers of this state were ever over-paid, nor in fact that 
they were ever paid up to the point of even, diminishing retums. 
Thei'e has never been a, time at which the people could not have 
doubled the salary of teachers with more' than commensurate 
increase in the quality and efficiency of their schools. !Never~ 
theless, teachers are receiving scarcely two-thirds the salary 
today that they received eight years ago. Almost the sole losers 
in this unfortunate situation are the people themselves, not the 
teachers. For it has already been shown that the teachers are 
simply driven toi do O'ue of twoi things, either they cut down 
those expenses which contribute most to the advantage of the 
school they teach or they leave the profession, thus giving pla.ce 
to less experienced and less competent teachers. There is no 
more deceptive fallacy than that which leads the people to sup- 
pose a cheap teacher is really cheap. The cheaper the teacher, 
the more expensive he is. The only economy is in good pay for 
good teachers, ivith increasing pay for increasing efficiency and 
no pay at all for poor teachers. 

To some, the real injustice of the thing may appeal. Here 
is a great army of young men and women offering the best years 
of their lives to the service of the public. Practically all of 
them enter upon the work with the determination tO' give the 
best in their lives to that service. To begin with they miust be 
m,ade of soinewhat better stuff than the rank and file of humian- 
ity, or they would never hold out to the end with the long drawn 
out and expensive course of training they must obtain. Once 
huiiiched in the service, they must face hardships that most 
young people would not endure, especially in the way of criti- 
cism a.nd nervous strain. Those teachers find themselves fol- 
lo'wing on year after year with scarcely the means to provide the 
necossaries of the life they must live, tO' say nothing about the 
laiiiy day, and tht^y know this rainy day will come' sooner to 
them tlinn to any ether chiss of public seiwants. We need 
better scliools. I'o gain those we must have better teachers, 
and these must ho better paid as ai first requisite to- better serv- 
ice to those now serving and as an inducement to better talent 
to enter the service. (Jood pay for good teachers, increasing pay 
for incixasing service, and no pay at all for poor service. 



TSACHKEs' wages and cost of LlVINCI. 



2? 



ESTIMATED COST OF LIVING. 



A somewliat extensive investigatioin Avas "uii(ie'rta,ken by tlie 
comjmiittea with a view tO' determine as fully as possible the es- 
timated cost of a good living among people who live for good 
service and reasonable comfort. Furthermore, it was tho'Ught 
desirable that data should be collected to show the relation be- 
tween the different items that enter into the expense budget of a 
good living, and to throw light, if possible, on the relative ideas 
of different classes of people as to what constitutes a good liv- 
ing. Several other purposes which need not here be m;eQ- 
tioned were provided for in the investigation, as will more fully 
appear later. 

The following blank form was sent out to both citizens and 
teachers tO' be filled by them and returned to the comoniittee. 

ESTIMATE ON YEARLY COST OF A GOOD LIVING IN 

Ci^y or town of Population State 

{If estiiudlf'd for coniilri/ living, cancel "citi/ or tmr))'' ft>i<l lorite ''oountrfj-^' ) 

Estimated by Occapatioa 

a resident of above named locality. Employ er or employe 



Items. 


For 

Younsr 

Married 

Man. 


For 
Married 
Man in 
Middle 
1 ire or 
Older. 


1 

For 

Sintrle 

Woman 


For 

Single 
A.\ an. 


1. Cost of ma ntaining home: 

Kent, taxes, etc , or room 












1 






J* uel and light .... 












....' 






Repairs, improvements, etc 












New furniture, furnisbings, etc .... 


















Table provisions, ice. etc , or board . . 








2. Service — s-ervants, etc . . 








i 




a. Clothiug and care of same, man 














4. Clothing and care of same, woman 












! 

.... 
i 






5 Clothing and care of same for children 

6. Newspapers and periodicals 








7 . Books and stationery 








8. Chur. h, charity, etc 








1 










9. Amusements, concerts, etc 












10. Car fare and travel (not recreative) 

11. Recreation and summer outiug 
















12. Health —medicine, dentist, etc 








13. Insurance Dremiums — life and fire 












14. Hospitality 



















15. Sinking fund that ought to be laid a.'-ide 

each year for contingencies and old age 

lf>. Other items — * specify 










17 














18 






19 












— 








.... 




20. Total yearly estimate for good living 

















* Specify any other expenses ^ ou think should be included, as, for example, stiecial 
periodicals and books for professional use, societies, conventions, extra expense of 
sending children away to school, etc. 



28 teachers' wages and cost of living. 

On the back of tb© same blank were tlie following instructions 
or suggestions: 
Deak Fellow Citizen: — 

A joint committee has been appointed from several of the Eastern 
and Middle West states for the purpose of ascertaining \yhat is the 
cost of a good living in this country at the present time. Will you 
kindly lend us a hand in this important undertaking and fill out the 
appropriate blank on the other side of this sheet? Some one in your 
locality will take up these blanks when filled and so save you all un- 
necessary trouble. 

In filling out the blanlcs we wish to avoid every tendency to extrava- 
gance of judgment, whether for a too generous or for a too mean 
estimate. Please base your estimates on your own experience and 
with reference to yourself and family. Do not consider that you are 
making an estimate for somebody else to live by, but for yourself. 
This does not mean that you arc to confine your estimate to the 
amount you actually spend per year, for it may be that you spend 
more for your yearly living than you consider necessary for a good 
living, or perhaps you are compelled to spend less than you think 
necessary for a good living. A good living ought not to to be esti- 
mated at anything less than that which v/ill enable a man to so 
live that he can be a respectal)le and efficient citizen in the com- 
munity, and to support his family in a manner becoming such a citi- 
zen. We shall understand, of course, that the cost of living is greater 
sometimes than others and shall make all due allowance for the fact. 
Also, it will be seen that some of these items of expenditure do not 
occur regularly; perhaps they appear only once in several years, such 
as the expense of sending the son to some academy, or the expense 
for sickness and medicine. In such cases, divide the amount pro rata 
for the years and set down the year's item accordingly. Fill out only 
the one column that is pertinent to your case; that is, if you are 
a young married man, fill that column, and not the others, etc. 

No public use is to be made of your name in connection with the 
data you furnish. The papers from your locality will all be sent to 
the central state committee, where they will be examined in connec- 
tion v/ith ihose from other places, and the data carefully collated 
for purposes of reference and deduction. If you prefer, you may 
withhold your name if you will only give us the data called for, but 
v»'e prefer to see your name signed as a guarantee that the paper was 
Idled by one in good faith. Please fill out the blanks as promptly 
as possible. Those who call on you in this connection are busy people 
and have many to see. A short delay means m.uch extra work for 
them. Thanking you very cordiaMy lor your kind assistance in this 
investigation, we are Very respectfully yours, 

The Committee on Cost of a Good Living. 



TEACHERS WAGES AND COST OF LIVING. 



29 



Abo'iit five thousand of these blanks were sent out. The dis- 
tribution was miade thru the scho.O'ls in the cities and larger 
tO'^^m>s. Blanks were sent to' all cities and towns in which there 
ha.d been reported the year before twenty o^r more teachers in 
the public schools. Twice as miany blanks were sent as there 
were teachers, with the renuest that each "teacher should fill one 
and ffet one filled by a citizen of the town. In, this way it was 
liO'Peid to secure appro'xim.atelv the same number of blanks from 
both citizens and teachers. The superintendent or -principal of 
schools wasi asked im each instance to take charge of the distri- 
bution and collection of the papers. In some places but little 
attentioni was paid tO' the miatter, but in miost of the towns a 
real effort was made to secure the data as called for. The dif- 
ficulties in the way of success were greater than mi^^ht be sup- 
posed, but persistent effort resulted in the final collection of 
1M7 filled papers. 

About 100 papers were reiect'^d ou' review bee ?i use they were 
not comtpletelv or p-^oi-nerlv filled out. After all had been ex- 
amined, it Was found that there wc'r'e 1,557 acceptable papers in 
the lot. ■ ' ' ' ; '•■ ; i^ ! '-I 

The followins: is a classified list of the occupations of the 
people reportinsr : 



W men teachers PSl 

Married men teachers 1<'5 

Sincle men teachers 31 

Cerks H^^ 

Merchants 3*i 

T^awxers 2'< 

Bookkeepers 2X 

Stenographers 27 

Phvsician'? 28 

Managers business firms 1^ 

As:ents .. IX 

'^^lerervmen Ifi 

Dentists .. . 11 

riomm'^rcial travelers IH 

ArtisMns and d^siffners l-^ 

Publishers and editors 11 

E'lffineers . 10 

Managrers industrial fiims lO 

Spcret«ries 7 

ritv officials 5 

Undertakers 2 

Tailors H 

Mechanics :-! 

Manufacturer^ X 

Governmerit officials 2 

Electricians 1 

Y. M. r. A direcfor 1 

Watchman 1 



Salesmen 

''reditmen ■ 

Janitors 

T etter carriers 

Druegist« 

Mu^i • teachers 

Machinists 

MiPiners 

Tjumber dealers 

Rankers 

Tiihra'ians 

Contractors 

^'eal estate dealers 

Barbers 

Pattern makers 

County c'erks 

Housekeepers 

Farmers 

AcconMtant'5 

Painters and decorators 

St-udent* 

Photofrr^ phers 

Court reporters 

r'arnenters 

Countv euperiotendent schools. 

Fuel dealer 

Dres maker 

Occupation not given 



Total 1,557 



30 



TEACIIEES WAGES AND COST OF LIVING. 



In the tables p'resenited below th© classification, has not been 
carried out according to occupation, excepting that teachers have 
been kept separate from other classes. It will be seen that all 
classes of citizens have been included in the canvass and in very 
fair proportions. The numbers run comparatively high in the 
A^-ell established professions and occupatio'ns, as might be ex- 
pected ; but while this is true, it will be noted that thei number 
comiprised in the m.any other occupations named is so great that 
no unbala.nced results can be claimied as a result of the larger 
numbers in the fe^v established occupations. 



Table No. 3.-SUMMARY OF TOWNS REPORTING AND NUMBER 

FROM EACH. 



Cities. 



1. *Milwaukee 

2. *Superior 

3. *Racine 

4. *La Crosse 

.">. *Oslikosh 

6 *S!i boygau .... 

7. Madison 

8. *H:au Claire 

9. Marinette . 

10. *Foiid du Lac. . 

11 Appletoii 

i'Z. Jaiiesville 

13. *VVausau 

11. Kenoslia 

1'). Reloif 

* Ci ies of f^roiip I 



Popula- 
tion. 



300,(0) 
31,0Jl 
2"^, 100 
28,395 
2?<,28l 
2.', 9^2 
19,1 6 
17,517 
16, 191 
15.110 
15,0>5 
13, 185 
12, 351 
11,600 
10,436 



S o 



4)9 
92 
119 
105 
65 
98 
51 
88 
16 
84 
42 
36 
52 
17 
46 



Cities. 



16. 
17. 

18. 

19. 

20. 

21. 

22. 

23. 

21 

2). 

26. 

27. 

28. 



Stevens Point 

Chippewa Falls. 

Neenah 

Menomonie , 

Antigo 

Kaukauua 

Ripon 

Whitewater 

Plattevillo 

River Falls 

Baraboo 

Grand Rapids 

Other places 

Total 



Popula- 
tion. 



r,521 
8,094 
5,951 
5,655 
5,115 
5,115 
3,800 
3,400 
3,340 
2,000 
5,751 

r,ooo 



6C 

t- a 

S o 



13 
11 

23 
45 
26 
12 
13 
• 2 
11 
11 
19 
31 
4 
1,G67 



As is seen from Table 3, the data were collected in twenty- 
seven cities and towns in the state. For purposes of collation, 
these cities have been classed in two groups. Group I includes 
all tliose cities fromi which the returns were sufficiently exten- 
sive to furnish data relative to at least a considerable number 



TEACHERS WAGES AND COST OF LIVING. 31 

of the different classes of individuals s1io^\t:i in TaMo 2. The 
cities in this gronp are Milwaukee, Superior, Racine, La Crosse, 
Oshkosh, Sheboygan, Eau Claire, Fond du Lac, and Wausau. 
The remaining towns in Table 3 are classed as group 11. From 
these towns the data were not sufficiently extensive to make a 
separate collation for each town valuable. Hence these papers 
have been combined and tbe results shown in Tables 19 and 20. 
Also the per cents, for this group are sho^vn in Table 4 for the 
purposes of general comparison. 

It will be noted ihat the tables do not exhibit a datum for 
eacli of the several items shown in the blank form: sent out. 
Tbe blanks were made thus explicit to ensure more perfect re^ 
turns, but in collating it was thougbt unnecessary to retain th<s 
full classification as there presented. Accordingly the first and 
second items are classed in the tables as the ^'Expense of Main- 
taining Home;" items 3, 4, and 5 are classed as ^^Clothing;'' 6 
and 7 as ^ 'Books, ^NTerwspapers and Stationery;" 16, 17, 18 and 
19 as ^'Sundries." Other items are classed as shown in the 
blank. 

Table 'No. 4 presents the per centsi. for the different items 
named in the blank for the 1,557 peTSons from the to'v^ms named 
undeir the various groups sbown. This table is in^ the nature 
of a general summary of all tbe data piresented in the other 
tables and is presented at tliis point for purposes of general com- 
parison with the data from the differ'ent towns. The averages 
in this table a,re column averages, not individual averages, as in 
most of tbe tables presented, that is, the average is found by 
dividing the sum, by thei number of items in the column, so' that 
the 720 womien teachers count for no more in tho general aver- 
age than the individuals of each other group. 



32 



TEACHERS AVAGES AND COST OF LIVING. 



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TEACHEES' WAGES AND COST OF LIVING. 33 

The sum of the per cents, is 100 ; hence it will be seen that 
the cost of miaintaining a home is on the average for all classes 
of peopleij married and singlei^ nearly onenfifth of the total cost 
of living. The cost for clothing is the third largest item, the 
amount laid aside for sinking fund taking second place. 'Next 
come the estimates for recreation and insurance, the two being 
nearly equal and falling but little below six peir cent. It is 
intereisting to compare thci items for church and charity, books 
and periodicals:, and hospitality. The theater and the physician 
each come in for approximately equal shares in the estimated 
expenditures of all classes of people. Finally there seems to 
be about three and onchhalf per' cent, of the whole' expended for 
items not specifically mentioned in the blank. 

Tables 5 to 18 present the collated data from the nine cities 
in the first group. There are two tables for each of the seven 
classes into which the people filling the blanks are divided, one 
showing the number of people reporting in that class and the 
average estim^ate for each of the several items, the other show- 
ing the per cent, of the average estimate per item tO' the total 
estimated cost of living. The columns headed maximum and 
minimum give the maximum and minimum total estimatM cost 
of living for that class of people, that is, the highest estimate 
given on any blank is recorded in the maximum column and the 
lowest in the minimum column. 

It will be noted that so-me of thei nine cities are o^mitted from 
so'mie of the tables. This is because such cities did not report 
at least four or more people in that class. When less than four 
reports we^e received from a city, they werei turned intO' the 
papers collated in group 11. This was done on the assumption 
that less than four papers could scarcely have any significance 
v^hen taken in a class by themselves. 



34 



TEACHERS WAGES AND COST OF LIVING. 



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TEACHERS WAGES AND COST OF LIVIITG. 



35 



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36 



teachers' wages and cost of living. 



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37 








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TEACHERS WAGES AND COST OF LIVING. 









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TEACHERS WAGES AN^D COST OF LIVING. 



39 









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TEACHEES^ WAGES AT^D COST OF LIVING. 



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s 

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o 

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CO 



TJEACHERS' WAGES AND COST OF LIVING. 



41 



< 

O 
H 

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O 

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m 

m 
ID 

S, 

C/2 



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6 
Iz; 

m 



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SmJiaTS I ji S S S S' ^ I ^ 






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fH 5^1 (M -^ 



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CO tH I tH 



pue 8fTX 

'aoaBjasaj 



1-1 tH 00 00 



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'eaioipaui I o^ c^ ^ ^- ^i 
'q4IBaH 1 



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jauiiuns 
•noT:>B8ioaa 



»* OS O 1-1 
»o ira «D M 



M OS T-l 



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^oa '[9ABX4 Ui CO ^ -i ^ j<i j « 
pai3 ajBjJBf) 



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-asnuiB 



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N S^l 1-1 C<1 M T-l 



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42 



TEACHERS WAGES AND COST OF LIVING. 



o 

D 

l-H 

Q 
53 

H 
PM 
!X 

o 

H 

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W 

o 

<i 

:?; 



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1-1 1— T-l C<1 



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OS 
CO 


■-rs 



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puB qbjuqQ 



CO Oi CO 



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1-H 


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lO 


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CO 


1-1 


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05 

iH 


CO 

l-( 


oo 


CO 

1-1 


1-1 


1-( 


CM 





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JO 'esaidxg; 



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cj e>i M evi 



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CM 


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CQ 


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CtJ 

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03 



TEACHERS WAGES AND COST OF LINING. 



43 



< 
O 

O 

I— I 
O 

O 

^ 
P5 

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M 
o 

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I 

00 

1-1 
6 

Hi 

w 



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T-i i-H M (M 



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pUB 9JTI 

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pUB eJBJIHQ 



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CO CO T-i w e<i 



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44 



TEACHERS WAGES Al^D COST OF LlVlKa. 



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M 



TEACHERS WAGES AND COST OF LIVING. 



45 



IJ 


















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eg 


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46 



teachers' wages and cost of living. 



m 

t— I 
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10.4 
10.4 
17 4 

18.8 


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Normal, male 

Hig'a school, male . 
Normal, female • — 
High school, female 



teachers' wages and cost of living. 47 

The data collected from the papers in the second group are 
shoAvn in Tables 19 and 20, Table 19 giving the average esti- 
mates per itemi and Table 20 giving the per cent, of each item 
to the whole cost. 



BRIEF ANALYSIS OF THE TABLES. 

Perhaps the most impressive fact about these tables is to be 
found in the conservative character of the estimates made. 
There were many who predicted that the data collected would 
not be valuable because the estimates would be wild and erratic 
and hence unreliable for inference or deduction. Not only do 
the tables co^mpletely disprove theise predictions, but the com- 
parative relationship of the several items for the different classes 
of people reporting show that inevitable economic laws were at 
work in determining the general character of the facts presented. 
It will be impossible here to note fully the interesting, or note- 
worthy facts and conclusions deducible from the data, but atten- 
tion will be called to a few of them;. 

The highest estimiated cost of living is found among married 
business mien in middle life, married men teachers coming as 
a close second, and young married business men giving the third 
highest estimates. These facts will be all the miore striking if 
we note that the married men teachers include both the young 
married men and those in middle life, and that if we average 
both classes of business men in one table we shall have practi- 
cally the same estimated cost of living fro-m^ both business men 
and teachers. 

Single business men place a higher estimate on the cost of 
living than do single men teachers by about thirty per cent. 
Single business women also place a higher estimate on the cost 
of living than do single women teachers by about ten per cent. 
Are we to suppose that the inducements tO' enter the teaching 
profession are for wo'men about ten per cent, greater than for 
other occupations relatively to the number demanded in the 
different occupations? If so, why? This comparison seems 
especially significant in view of the fact that the cost of fitting 
for the work of teaching is much greater both in time and 



48 teachers' wages and cost of living. 

money than in any of the occupations with which comparison 
is made. With regard to single men teachers it may be noted 
that they will undoubtedly average considerably younger than 
single business m'en, and, too, the single man teacher is gen- 
erally one who has recently come from; the college ot school of 
his preparatio'n and whoi has lived with an economy not usually 
practiced by the youngest business men. 

Turning now tO' the different itemis of expenditure, some veTy 
interesting observations are easily made. It will be easier to 
compare the facts noted from the tables of per cents. ^ or from 
Table 4 which gives the per cents, for all classes. 

Cost of Maintaining the Home.- — Fot the six groups of mar- 
ried men shown in Table 4, the cost of maintaining the home is 
estimated at about 45 per cent, of the total cost of living. If 
we assume that the cost of the few items coming under the head 
of sundries amounts to about 5 per cent., there remains about 50 
per cent, for all the other items named on the blank, after the 
head of the family has provided for the home expenses. With 
the groups of unmiarried people, the cost of a hom:e does not vary 
much from 30 per cent, of the total cost of living, and since single 
Avomeuj have placed the lowest estimate on the cost of living it 
follows that they estimate the cost of a home lower than any 
other class of people, not excepting the single men, but the dif- 
ference betweeni the single mien's and the single women's esti- 
mates is "slight. 

Cost of Clothing. — For the m,arrie.d men, the item "Cloth- 
ing" includes the clothing expemse for the whole family so far 
as reported. It should be stated, however, that the reports were 
nearly all defective in this regard in that the number of chil- 
dren foir whom clothing was estimiated was not stated in most 
cases in the appropriate blank. The best judgTnent we could 
make was that about one child on the average was reported to 
the family. That is, the item' covers the estimated cost of cloth- 
ing for two adults and one child. This item for families varies 
frorni 13.2 to 14.5 per cent, of the family incomei, the average 
fromi the different cities as seen: differing from $12Y, shown in 
Table 9 toi $355, shown ini Table 5. From, these tables, the 
average cost of clothing as estimated for all the classes of fam- 
ilies is about $280. As the individual estimates run, this 
would be divided into three parts about as follows: $100 for 



teachers' wages and cost of living. 49 

the wife, $100 for the hushand', and $80 for the child. Com- 
paring these estimates' with those of the single men, and women, 
sho'Ws a, miarked differencei between thei two classes. The esti- 
matesi for single men and women are ne^arlj double those of 
families peii^ individnal. 

The highest estimates for clothing among the unmarried peo- 
ple show that single women demand considerable more for cloth- 
ing than men, the average of all classes of single women reporting 
being about $205 and for the single men about $143. The esti- 
mate averages about 35 per cent, higher' for single business men 
than for single men teachers^, and about 12 per cent, higher for 
single business wom^en: than for women teachers. Table 4 
shows that single business womien in the largecr towns and cities 
spend a larger pei" cent, of their incomei for clothing than any 
other class of people'. This^ amounts: to^ 20.7 per cent. Wo'men 
teachers in the samie cities place the figure at 20.2 per cent, on 
the average. Single men teachers preisent the minimum per 
cent, in theiT estimates averaging 11.1 per cent. 

Books, Magazines, Papers, and Stationery. — It is interesting 
to note that singlei m;eni teachers^ in the smaller towns estimate 
the largeist per cent, expenditure for this item fro^m their in- 
comes of any of the fourteen classesi named in Table 4. Mar- 
ried business men make the lowest per cent, estimate. Abso- 
lutely, however, the men with families spend more for books 
and papers than any other class of people. The per cent, 
appears sm:aller simiply fromi the fact that the total eistimated 
coist of living is so' much greater. On thei whole, teachers of all 
classes spend more for books, magazines, and papers than 
other corresponding classes, and the difference is persist'^nt 
though not great. 

Church and Charity. — ^Women easily lead all other classes in 
the per cent, of eixpenditure under this item'. Table 4 shows 
per cents, as estimated by the different classes of women, ranging 
from 3 to 4.2 per cent. A close examination of the table will 
reveal the fact that young women, in the cities attend to their 
church' relationships and contribute to church support. Eut 
the samie table shows the opposite^ for the young m;en, especially 
for the young men who are away from- home. It is interesting 
to note, however, that the young mten in the country towns place 
a higher "estimate for this item. 
4 



50 TEACHERS AVAGES AND COST OF LIVIISTG. 

Concerts, Amusements. — Single business men in the larger 
towns and cities demand most in this line. Single men teachers 
come next. Women teachers in the cities miake the third high- 
est per cent, estimiate, and single business women follow in tlie 
fourth place with a close 2.2 per cent. 

Carfare and Travel (not recreative). — A glance at this col- 
umn in Table 4 shows a preponderance of expenditure under 
this item among all classes of single men and women as com- 
pared with the married men. It seems difficult to account for 
the highest estimate per cent. (5.4,) among the single men teach- 
ers in the smaller towns, but much easier to explain the next 
highest per cent, among the single business men of the larger 
towns. 

Recreation and Summer Outing. — An examination of the 
estimates given under this item shows the enonuous sums spent 
yearly for "summer vacation," and that by all classes. The 
larccest relative expenditures are by the unmarried people, and 
among these the single men and women teachers give the highest 
per cents. These range from T.2 per cent, among womeni 
teachers in the smialler towns to' (S.6 per cent, amoug single men 
teachers in the larger towns. Single business women in the 
smialler towns seem to demand the expenditure of a larger per 
Cent, of their incomes than the same class of woauen in the cities; 
the same is tme of the sino-le business men in the two classes. 

Health, Medicine, Dentist. — Tt is interesting to note the rela- 
tively hierh per cent, of expenditure under this item among all 
classes of teachers. A teacher of many years' experience was 
jisked why this is so. She replied that she believed it to be due 
to the fact that teachers as a class are under closer requirements 
as regards their time than most people and so feel it necessary 
to seek prompt professional assistance in case of any defect of 
body or health, whereas other people who are not under such 
close exactions may "let up" a little till the clouds roll by. The 
highest per cents, are among the single women, but the highest 
estimates of all in per cent, are in the class of single business 
women. See Table 4. This is undoubtedly due in no smiall 
degree to the heavy strain of the exacting duties of business and 
teaching on the weaker constitutions of women. 

Insurance and Sinking Fund. — The data presented in Table 
4 seem to indicate that about six per cent, of the total income 



teachers' wages ai^d cost of livii^g. 51 

of the people wlioi are doing tlie worlcFs work should be laid 
aside for insurance accoi'ding to the general concensus of opin- 
ion. The estimated amount for sinking fund runs about 18 per 
cent, on the average. The per cents, for insurance run highest 
among the married meu and classes of older people, but the per 
cents, for the sinking fund run higher among the classes of 
younger people. Is this because the ambitions of the younger 
people demand that their mieans be in immiediately available 
form', while the conservatismi of greater years finds greater satis- 
factiou and safety in the more definite propositions of organiza- 
tious that are tried and true? 

So far as teachers are concerned, these figures show that 
teachers as a class are not unlike other classes of people in their 
demands for the mieans to good living. The facts presented 
seem to prove conclusiively that te:achers generally are even more 
conservative than other classes so far as there is any difference. 
ISTot only are the estimates relatively conservative, but independ- 
ently considereid the estimiates are very reasonable. With a 
period of from four to eight years needed in expensive prepara- 
tion for the work of teaching, with no income to aid in meeting 
the heiavy expense of this long period, and with almost every 
other occupation offering strong induceinients in the way of short 
hours and better pay and that without delay or extra expense, 
it needs no prophetic vision to see that the remraneration of 
leachers mrast advance in a very marked degree if we are to keep 
the ranks filled with suitable material for the future. 

WHAT SHOULD THE REMUKERATION" OF TEACHERS BE ? 

Some light may be thrown on the question of what teachers' 
wages should be by reference to standards in other states. We 
have not found it possiblei within the limits of our time to make 
an exhaustive study of the conditions in other states. But we 
shall here set down the facts briefly in regard tO' the state of 'New 
Jersey. 

!N'ew Jersey has a statutory act fixing the salaries of 
teachers in the city and graded schools^ of that state. The law 
is not obligatory, but becomes operrative only by local adoption. 
Thei law is very interesting in this connection from two differ- 
ent points of View. In the first place the limits fixed by the 



52 teachers' wages and cost of living. 

'New Jersey law sliow what the law makeirs of that state consider 
a suitable minimiimi salary limit. 

The reigiilar grade teachers from the grammiar grade down, 
inclusive, are to receive a salary of $408 for the first year and 
an annual increiase each year of successful sers^ice up to twelve 
years, when they arei to receive a. minimum: salary of $936 per 
year. I wish to call special attention to the rem;arkable con- 
formity of the salary needed as estimated by the teachers of this 
state with' thosei fixed for a miniimum! by the !N'ew Jersey legis- 
lature. The principals of theise graded schools according to the 
T^ew Jersey law are to beigin on a salary of $1,800, which is to 
increase annually $100 for the next seven years, after which the 
minimumi limit for such principals is to be $2,500. 

For high school teachers, the law fixes a minimum of $1,500 
for men and $700 for womien for the first year, with an annual 
increase of $100 up to a minimum^ of $2,400 for men and 
$1,200 for womfen. 

Hig'h school principals begin with $2,500 and increase to 
$3,000 for the minimum salary. 

The law is elaborately worked out for all classes of teachers; 
but these examples will suffice to show the general tenor and 
spirit of the law, and its exact letter for the items specified. 

The second interesting: fact about these provisions of the "New 
Jersey law is the fact that, although the law is subject to loeal 
adoption, it is still possible for the ITew Jersey State Superin- 
tendent to write the following words witli reference to the salary 
question in that state. I quote fro-m a letter from this official 
unci or dale of [N'ovember 16, 1903. 

With reference to the question which T had asked himi as to 
whether that state had a compulsory miinimum. salary law, he 
says:- "We believe that in the cities and large towns it is un- 
necessar^^ for the reason that the demiand in: such places for pro- 
fessionallv trained teachers has increased to such an extent and 
the supply is so limited that the salaries are being increased, and 
in rnost cascf^ are nam in. excess of any minimum which could he 
csinlilishcd hy law/' 

Tie states that such a law would in his opinion work to the 
detriment of the rural schools in that those communities would 
tend to fall back upr>n the level fixed by law. His letter shows 
that considerable work has been done in that state to agitate the 



teachers' wages and cost of living. 



53 



public miiiid on the question of teachers' wages, and he adds 
that there has been a gradual increase in wages and that "the 
besit results will be secured by urging upon the districts the 
necessity of securing thoroughly equipped teachers." 

I hare already called attention tO' the remiarkable conformity 
of the estimates made by our Wisconsin teachers with the limits 
set by the E^ew Jersey statutes. It will be interesting to see 
these figures placed side by side. 



New Jersey law 

Wisconsin estimates. 



Grade 
teachers. 



$936 
962 



High SchooIv Tbachkbs 
AND School Principals 



Male. 



$2,400 to'JS, 000 
1,099 to 2,013 



Female. 



$t,200 
1,164 



It is probably pretty well known that Wisconsin ranks low 
in the scale of literacy amkDng the states of the union, and that 
illiteracy is ou the increase in this state. Whatever may be the 
reasonable causes for this condition, one thing seems certain, 
the schools of the state are practically the only force that can be 
relied on to- change such a lamentable condition. But the 
schools are not adequately improving ; the grade of the teachers 
is not improA^ing as it should ; the percentage of children 
attending school is not increasing with the population; the in- 
ducemecnts to better qualified and more experienced teachers to 
take up the work of teaching are actually retrograding ; none of 
these forces is moving in the right direction to miake better 
schools and a higher type of civilization. 



IN CONCLUSION. 



It will be conceded that as wages rise, a time' must come when 
the increase in the efficierncy of the teachers can; not be commen- 
surate with the increase in pay. Somewherei between the level 
of low wages and the salary that yields no adequate returns for 
any stated increase, lies the level at which the public must place 
its scale of remuneration in order to secure the service that 
meets its needs with greatest efficiency. It is far more to the 



54 teachers' wages and cost of living. 

interest of the public; than it ever can be to tlie teacher as such 
to know where this level is. 

It is commo'nly admitted bj all who are acquainted with the 
facts that teachers in large nunnbers are simply making the work 
a stepping stone to something heUer. In about two hundred re- 
plies from teachers in three different counties, it was a notice- 
able fact that the young teachers who' werei in the first year's 
experience largely stated that they hoped tO' makei teaching a. life 
profession, while teachers of several years' experience generally 
stated that they did not expect to' follow teaching as ai profes- 
sion. 

There are over 20,000 piersons in the prisons, jails, reforma- 
tories, reform' schools, poorhouses, and other similar institutions 
of this stale at the present time. There arei 800,000 boys and 
young mjen in this state today and from their ranks will come 
other 20.000 criminals and paupers to fill the places of those 
now on the list. To care for these lawless and indiarent classes 
we are paying annually from the state treasury $1,800,000. 
If such a sum as this were to be turned into the school buda'et 
"of the state, it would raise the salary of every teacher in the 
state to more than $1,Y00 a year, or it would enable the state 
to pay its teachers nearly four times their present waj2:es. Half 
of this sum would call to the educational forces of the state 
the best teachers in the country and place at the. head of every 
school such talent and masterly ability as to' change the whole 
tenor of educational interests in 1he state. 

Last Christmas over two hundred million dollars were spent 
for Ohristmas presents in this country and no one will be found 
to say that it was foolishly spent nor that it should be otheinvise, 
but this sumi or an equal sum' added to the school budget would 
more than double the salary of every teacher in the United 

States. 

The only people who claim, that we can not afford better 
schools are those who do not take the pains to understand tbe 
situation. Financialjy the American people could duplicate 
every school build ins", and renew the equipment of every school 
in the co'untry within the next twelve months, and scarcely real- 
ize the fact in the family budget for the coming years. 

Let every teacher in the state, then, seek to cooperate with 
the people for the substantial improvement of their schools, to 



TEACHERS WAGES AND COST OF LIVING. 55 

create a, public sentiment that shall react for better schools, bet^ 
ter teachers, and betler pay for better teachers. Let the watch- 
word be — 

The best schools for Wisconsin and the best teachers 

for these schools good pay for good teachers and no 

pay at all for poor ones. 



LIBRARY OF CONGRESS 

021 490 516 



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